Transcript Universal Design for Learning - Southern Connecticut State

Universal Design for Learning
Deborah Newton, Ed.D.
Adam Goldberg, Ed.D.
[email protected]
[email protected]
Goals
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Identify the 3 basic principles of UDL
Integrate UDL principles into your
courses
Access resources to support UDL
Materials available at
http://www.cast.org/teachingeve
rystudent/toolkits/tk_resources.
cfm?tk_id=61
were adapted for this
presentation.
Definition of Universal Design
Universal Design is the design of
products and environments to be
usable by all people, to the greatest
extent possible, without the need for
adaptation or specialized design.
The Center for Universal Design, NC State University
http://www.cast.org CAST© 2003
Who else benefits?
http://www.cast.org CAST© 2003
Universal Design & UDL
• Not one size fits all – but
alternatives
• Designed from the beginning,
not added on later
• Benefits many
• Creates a respectful climate
http://www.cast.org CAST© 2003
Origins of Universal Design for
Learning (UDL)
Dr. David Rose
Co-Executive Director of CAST
CAST believes that “barriers
to learning are not, in fact,
inherent in the capacities of
learners, but instead arise in
learners' interactions with
inflexible educational goals,
materials, methods, and
assessments.”
Teaching Every Student in the Digital Age, p. vi
http://www.cast.org CAST© 2003
Origins of Universal Design for
Learning (UDL)
Definition:
UDL is an educational
approach to teaching,
learning, and
assessment, drawing on
new brain research and
new media technologies
to respond to individual
learner differences.
http://www.cast.org CAST© 2003
UDL and the Learning Brain
http://www.cast.org CAST© 2003
Recognition Network Activity
What do you see in
the following picture?
READY!
Recognition Network
What did you see?
Recognition Networks
“the what of learning”
Recognition
identify and interpret
patterns of sound, light,
taste, smell, and touch
enable us to identify and
understand information,
ideas & concepts
http://www.cast.org CAST© 2003
The 1st Principle of UDL
Provide multiple, flexible
means of representation
Supporting Diverse Recognition
Networks
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Provide multiple examples
Highlight critical features
Provide multiple media and formats
Support background context
1st Principle:
Provide multiple, flexible means of
representation
http://www.cast.org CAST© 2003
14 Common Elements of Universal Design for Learning (UDL) in the College Classroom
REPRESENTATION
– Utilize multiple methods of expressing general
course content utilizing different modes (visual,
graphic, verbal, auditory, etc.) so students have
varied ways to access the course content.
– Provide multiple ways of clearly identifying and
explaining essential course concepts (lecture with
guided notes, etc.).
– Ensure accessibility in all course content and
materials (accessible websites, captioned videos,
e-textbooks, etc.).
– Provide examples and/or illustrations of all major
course assignments or activities.
Class Examples of
Multiple means of representation
Used various methods to present content for
each lesson: PowerPoint, video, wholeclass discussions, group work
Different techniques to create a set of
tangrams: Teacher-directed vs. online
Posted all documents and readings online
(MySCSU) so students could access info
in their preferred manner
UDL and Digital Text
• Content and display are
separate
• Can be displayed in
multiple formats
• Can “tag” (mark) digital
text
• Can be networked
(linked to supports and
resources)
• Can covert to auditory
output
http://www.cast.org CAST© 2003
Text-To-Speech Resources
PDFs – Click ‘View’ then ‘Read Out Loud
Balabolka – Creates sound files from
documents
Power Talk – Allows PowerPoint
presentations to be read aloud
Strategic Network Activity
Let’s look at the picture again to see if you
can determine either
1. the ages of the people, or
2. the time period in which the picture
was taken.
READY!
Strategic Networks
Ages:
How did you go about figuring
out the ages?
Time period:
How did you go about figuring
out the time period?
Strategic Networks
Strategic
“the how of learning”
plan, execute, and
monitor actions and skills
http://www.cast.org CAST© 2003
The 2nd Principle of UDL
Provide multiple, flexible
means of expression
Supporting Diverse Strategic
Networks
• Provide flexible models of skilled
performance
• Provide opportunities to practice with
supports
• Provide ongoing, relevant feedback
• Offer flexible opportunities for demonstrating
skill
nd
2 Principle:
Provide multiple, flexible means of
expression
http://www.cast.org CAST© 2003
14 Common Elements of Universal Design for Learning (UDL) in the College Classroom
EXPRESSION
– Offer clear and specific feedback on assignments and
encourage re-submission of assignments as
appropriate.
– Allow students to demonstrate their knowledge of
subject matter through a variety of means (oral
presentation, written report etc.).
– Encourage the use of assistive, adaptive or other
technologies to ensure that students can accurately
express what they know.
– Provide clear guidelines and/or evaluation rubrics for
all major course assignments or activities.
Multiple means of expression
Gave students option of either doing a standard
review or some other context. 2 did their review
in PowerPoint format, 1 wrote a poem
Allowed rewrites on certain assignments with the
idea that the goal is for students to learn, even if
it isn’t on the first try
Lesson plan assignment- Chunked
Affective Network Activity
Let’s look at the picture again.
What grabs your attention?
Affective Networks
What grabbed your attention?
Can you think of a reason why?
Affective Networks
“the why of learning”
motivation to learn,
evaluate and set
priorities
Affective networks –
located at core of brain
enable us to engage with
tasks and learning and
the world around us
http://www.cast.org CAST© 2003
The 3rd Principle of UDL
Provide multiple, flexible
means of engagement
Supporting Diverse Affective
Networks
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Offer choices of learning context
Offer choices of content and tools
Offer adjustable levels of challenge
Offer choices of rewards
3rd Principle:
Provide multiple, flexible means of
engagement
http://www.cast.org CAST© 2003
14 Common Elements of Universal Design for Learning (UDL) in the College Classroom
ENGAGEMENT
– Offer varied instructional methods to involve students
in the learning process throughout the semester
(lecture, small group work, online assignments, class
discussion, etc.).
– Encourage natural support systems (study buddy,
partner work, study groups, etc.) in and outside of
class.
– Provide alternatives for students on how they can
participate or complete all major course assignments
or activities.
Multiple means of engagement
Made the course even more hands-on than
in previous semesters
Brought elementary students in for students
to work with
Made everything real-world
Podcasts of ad campaigns
Tried to begin every lesson with a “grabber”
Brought in pictures, video to help
Functional Magnetic Resonance
Images (fMRI)
Blue = low to moderate level of activity
Red = high level of activity
Yellow = extremely high level of activity
UDL and the Learning Brain
– Recognition networks (what) enable us to
identify and understand information, ideas &
concepts: Provide multiple, flexible means of
representation
– Strategic networks (how) enable us to plan,
execute, and monitor actions and skills:
Provide multiple, flexible means of expression
– Affective networks (why) motivation to learn,
set priorities, enable us to engage with tasks
and learning and the world around us: Provide
multiple, flexible means of engagement
http://www.cast.org CAST© 2003
http://www.cast.org/publications/UDLguidelines/versi
on1.html#p1_g1.1
So How Can You Do It?
Start small
Try giving students choices on one assignment
Make a conscious effort to vary delivery methods
Provide alternatives to
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Accessing information
Engaging with concepts to be learned
Provide opportunities for multiple exposures
Working independently, in pairs, small group
Responding orally or digitally
“14 UDL Elements”